Student Centered Learning Sherwan Sulaiman, PhD Medical Physiologist Critical Thinking and Debating 2014-2015.

Student Centered LearningSherwan Sulaiman, PhD

Medical PhysiologistCritical Thinking and Debating

2014-2015

Contents • Definitions of Paradigm and Pedagogy.• Paradigm SHIFT.• The Lecture model.• What research tell us?• Learning Paradigm.• What is Student Centered Learning ?• Examples of SCL.• Role of Teaching Staff.• Role of Students.• Benefits VS Challenges of SCL implementations.• THINK – PAIR – SHARE.

Objectives

• By the end of this presentation you should be able to:

• Define SCL.• Describe the benefits and challenges of SCL.• Learn few abilities that help you make a SCL

class.

Did you know that !

• PEDAGOGY is …the method and practice of teaching, especially as an academic subject or theoretical concept.

• PARADIGM is …. a theory or a group of ideas about how something should be done, made, or thought about

Paradigm Shift

• Old – Instruction Paradigm– An educational institution exists to provide

instruction.

• New – Learning Paradigm– An educational institution exists to produce

learning.

Instruction Paradigm

• Mistakes the means for an end – takes the means or method, called “instruction” or “teaching”, and makes it the end purpose.

• Most common teaching method used is LECTURE– Does this method promote student learning?– Think back about your own learning – how did you

learn?– What do you remember best?

The Lecture Model

• Economical – Able to cover large amounts of information in a short period of time

• Teachers are in the active role and students are in a passive, receptive role–Students are listeners NOT learners

The BIG class ….

What research tells us ?

– Most people only remember 20% of what they hear.

– The longer the lecture, less of the information ended up in the students’ notes.

• Evidence indicates that students learn and retain more information when they are actively involved in the learning process

Learning Paradigm

• Uses student-centered/active learning techniques to get students involved in the learning process

• Focuses on the student’s needs, abilities, interests, and learning styles

• Acknowledges student voice as central to the learning experience for every learner

• Requires students to be active, responsible participants in the learning process

What is student-centered/active learning?

• Any well-structured, teacher-guided, student-centered activity that “substantially involves students with the course content through talking and listening, writing, reading and reflecting.”

• Learning is most meaningful when topics are relevant to the students’ lives, needs and interests.

Class anywhere

What is student-centered/active learning?

• The students has to be engaged in higher order thinking tasks such as analysis, problem-solving, synthesis, and evaluation.

• These activities allow students to apply what they have learned early on in the academic process and/or give them a context/application for new material.

• Instructional activities should involve students in doing things and thinking about what they are doing.

• Students are not just memorizing information, but they are allowed to work with and use the information alone or with peers.

• Their diverse thoughts and perspectives are a necessary input to every class.

• Learners are treated as co-creators in the learning process.

Examples of Student-Centered Teaching Strategies

• Interactive Lecturing• Group Work• Discussion Forums• Role-Playing• Hands-On Projects

Research on Interactive Learning

• 1997 study compared pre- and post-course test results for 6000 high school and college science courses.

• Findings showed significantly more improvement in students knowledge that used interactive-engagement methods than those that did not.

Research on Interactive Learning• 1999 study on the effect of college lectures reported:

– The longer the lecture, the less of the material ended up in the students’ notes.

– Interactive classes commonly involve breaking up the lectures into multiple short lectures with a higher percentage of material being retained from each.

– Interactive classes included a short, interactive activity between the short lectures

• In interactive lecture formats, students remembered more of the lecture material directly after the class and 12 days later than the control class that heard the same lecture without the interactive breaks.

Example ..

Role of Faculty

OLD NEW

Faculty as disciplinary experts who impart knowledge through lecture

Faculty as Designers of learning environments applying best teaching methods

Actor on stage Coach interacting with a team

Delivering a lecture Designing and playing a team game

Role of the Student

• Moves from the role of note taker to active participant in the learning process

• Allows students to take control over their learning and, therefore, forces them to take more responsibility in the classroom

Benefits of Student-Centered Learning

1. Permits opportunities to connect the content to real life

2. Provides opportunities for higher order thinking as opposed to passive listening

3. Promotes greater student-faculty and student-student interaction

4. Increases student retention

Benefits of Student-Centered Learning

5. Provides for improvement of social interaction skills, greater acceptance of others, and a greater sense of “community” in the class6. Encourages alternative forms of assessment7. Encourages innovation in both teaching and student involvement

Challenges to Implementing a Paradigm Shift

1. Lack of confidence in trying new methods

2. Fear loss of content coverage3. Loss of control over the class

Challenges to Implementing a Paradigm Shift

4. Lack of prepared materials for use in the class5. The ego of the professor6. Lack of background or training in the use of active learning approaches

Wake up !

Examples of Student-Centered Learning Activities

THINK – PAIR – SHARE

• Begin by saying: “It’s your turn. Look at your neighbor – the person sitting to the left or right of you. Make sure no one is left out. Nudge your neighbor and tell him/her the most important fact you’ve just heard in the last 10 – 20 minutes. Find out what your neighbor thinks is the most important fact. You have 1 minute to talk to each other.”

• When the minute is up, resume your lecture.

Variations of Pair Share

• Share one thing you just learned;• Share one question you still have;• State three things you now know that you

didn’t now before;• Ask your neighbor a question about the topic

and see if he/she can answer it;• Tell your neighbor how you can use the

information you just learned.

PASS THAT QUESTION

• Get ALL your learners involved in creating and answering questions.

• Before beginning, give each learner a blank index card. Tell them you will give them direction at some point during your presentation of what to do with it.

In Conclusion…

“Only as you begin to experiment with the new language will you realize just how entrenched and invisible the old paradigm

is. But, as you and your faculty begin to speak the new language, you

will then also begin to think and act out of the new paradigm.”

References

• Barr, R. and Tagg, J. (1995). “From Teaching to Learning: A New Paradigm for Undergraduate Education,” Change. November/December, pp. 13-25

• McCombs, B. and Whistler, J.S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student motivation and Achievement. San Francisco: Josey-Bass Publishers

Comments and practice …

• Questions ?